The experience of two practice education models: collaborative learning unit and preceptorship.
Twenty-two Bachelor of Science in Nursing (BSN) graduates shared their perceptions one year after graduation on two practice education models they experienced during years three and four of their nursing education. The two models evaluated were collaborative learning units (CLU) and preceptorship. The participants described what was most important about each of these models in preparing them for graduate practice. While the preceptorship model has been researched for decades, the CLU data are previously unexplored information. The CLU data revealed the themes of working with many and making practice their own, while the themes of working with one and consolidation of nursing practice emerged from the preceptorship data. The participants suggest that both models offer different yet complementary paths for learning and enhanced professional development and practice. There is also confirmation that both are relevant and perhaps necessary to accomplish the complexities of preparing students for professional nursing practice.
Callaghan
Doris
D
School of Nursing, University of British Columbia Okanagan, 3333 University Way, Kelowna, British Columbia, Canada. doris.callaghan@ubc.ca
Watts
Wilda E
WE
McCullough
Deborah L
DL
Moreau
Jeannine T
JT
Little
Maureen A
MA
Gamroth
Lucia M
LM
Durnford
Kerry Lynn
KL
D001955:British Columbia; D003299:Cooperative Behavior; D003430:Cross-Sectional Studies; D006801:Humans; D007858:Learning; D017145:Models, Educational; D011231:Preceptorship; D012196:Review Literature as Topic